The Campaign for Educational Equity at Teachers College, Columbia, just released a report describing the ways that co-location of multiple schools into the same building reduces educational equity. The report is called “THE EFFECTS OF CO-LOCATION ON NEW YORK CITY’S ABILITY TO PROVIDE ALL STUDENTS A SOUND BASIC EDUCATION.”

Co-location was a primary goal of the Bloomberg administration, which closed many large schools and opened many small schools. Today, almost 2/3 of the city’s schools are co-located: “In 2013, 1,150 (63%) of the city’s 1,818 schools were co-located. Charter schools made up 10% of co-located schools (115); the other 90% were traditional public schools.”

Many of the small, co-located schools “suffer from inadequate facilities, oversized classes and instructional groupings, inadequate course offerings, insufficient student supports, and inadequate extracurricular activities….” In many cases, these conditions violate state statutory, regulatory, and constitutional requirements.”

The report spells out in detail how these conditions limit students’ educational opportunities.

Small elementary schools are unable to provide adequate instructional time in the arts, science, or physical education.

Some high schools were unable to provide basic chemistry or physics classes, or foreign language classes

No school was able to provide the academic intervention services to which students were entitled.

Many middle and high schools were unable to provide required arts courses.

Many lacked the support staff for struggling readers or English language learners or others in need of extra time and attention.

These, and many more shortages of staff and resources, short-change children.

Co-locations have meant that many children do not get the academic opportunities or the social services they need.